A Case Study of Learning Disabilities in an Arabic-Speaking Child: Using the Adapted School Competency Screening Test (ECSIII-A)

Abstract

The aim of this study was to examine written language disorders in an Arab pupil in Year 4 of primary school using the adapted Arabic version of the Educational Competence Screening Test for Stage 3 (ECSIII-A). The study adopted a descriptive-analytical design to examine a single case study involving Amin, a 9-year-old boy referred due to persistent difficulties with reading and spelling. The results revealed severe deficits in written word recognition and orthographic spelling, with total scores on the IME and CME tests falling below the 10th percentile, whilst reading comprehension was relatively weaker, at approximately the 25th percentile. In contrast, non-verbal reasoning, handwriting and general arithmetic performance remained within normal limits. Qualitative analysis revealed clear phonological, morphological and orthographic errors, including a complete failure in morphological disambiguation, suggesting deficits in both phonological decomposition and orthographic representations. In light of the dual-path model, this profile suggests the possibility of developmental dyslexia accompanied by dysorthographia, exacerbated by the orthographic characteristics of Arabic. The findings support the need for an in-depth diagnostic assessment and intensive, targeted orthophonic intervention.